Presents five research-based writing models to help student writers analyze their composition processes: (1) discovery, (2) direct writing process, (3) five-stage process, (4) write-talk-write, and (5) four key questions. Discusses advantages and disadvantages of each model. (PD)

Discusses the benefits of having regular sessions in student journal writing. (RL)

Describes how students can be encouraged to draw upon their imaginations and upon their observations of and speculations about the outside world to write their own short fiction. (AEA)

Discusses two types of student writing problems: error characteristics (spelling, pronoun usage, subject-verb agreement, run-on sentences, and capitalization) and nonerror characteristics (density of ideas, variety of referents, and variety of expression). Suggests ways to diagnose and correct them. (HTH)

A study compared two methods of teaching writing by varying the number of writing assignments. The group with less writing practice and more theory instruction was found to be equal in achievement to the group that received extra writing practice. (A suggested method of teaching business writing is presented.) (LRA)

Explains the use of fables and pictorial analogies to help composition students with invention or overcoming writing blocks. (HTH)

Describes a simple teacher-scored method which can be used to determine the proportion of correct usage in freshman ESL compositions. Concludes Correctness Scores provide a useful tool for investigation of hierarchy of significant errors in English and is a technique well-suited to supply data for future work along these lines. (Author/BK)

Describes pilot project on effectiveness of proofreading exercises in English as a second language classes in reducing common student errors in use of tenses, concord, and spelling. Results show some improvement, but not as much as was hoped. (BK)

Describes in detail a magazine article writing course, including textbooks, teaching units, goals and objectives, teaching resources, and specific assignments. Tells how the course emphasizes preparation of a marketable skill. (AEA)

Describes videotaped materials presenting interviews with established authors that are available for use in writing instruction in secondary schools. Eight suggestions from famous writers are included. (DF)

Presents an outline of a writing program designed to provide both the mental stimulation and ego involvement that enhance retirement life. (RL)

Suggests how to teach the writing of technical proposals; thoroughly discusses each section that should be included in such proposals. (TJ)

Contends that the subtleties of good writing are best learned by imitating proper models. Notes that the trick to using imitation in writing instruction is knowing how to assign imitations and differentiate them carefully from plagiarism. Offers exercises as suggestions and student writing as illustrations. (RL)

An argument for using various letter writing assignments to help students develop their writing voices. (RL)

Shows how having students write journals about their learning experiences was an effective teaching technique in the primary grades. (RL)